1. NCCU Academic Hub
  2. Publications
  3. College of Liberal Arts
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 個人電腦創建之3D虛擬策展轉譯為混合實境策展之技術發展促進元宇宙策展體驗
Technical development of transforming PC-created 3D virtual exhibitions into Mixed Reality-based exhibitions for an immersive Metaverse exhibition experience
作者 簡翎恩
Chien, Ling-En
貢獻者 陳志銘
Chen, Chih-Ming
簡翎恩
Chien, Ling-En
關鍵詞 混合實境
數位策展
學習成效感受
沉浸感
臨場感
認知風格
眼動追蹤分析
策展轉譯技術
Mixed Reality (MR)
Digital curation
Learning performance
Immersion
Presence
Cognitive style
Eye-tracking analysis
Curation translation technology
日期 2025
上傳時間 4-Aug-2025 14:03:46 (UTC+8)
摘要 隨著數位科技快速演進與文化體驗需求的提升，虛擬實境（VR）與混合實境（MR）技術逐漸被應用於數位策展領域，以突破空間限制，並強化觀展的沉浸感與互動性。特別是混合實境具備虛實整合與自然交互等特性，可為文化場域帶來更高層次的展覽體驗。然而，由於MR策展之建置普遍需要仰賴專業的3D建模與程式開發，使得非技術背景的策展者難以參與，阻礙了其應用的普及與創新潛力。因此，本研究旨在發展一套可將電腦3D策展系統上所建置之策展內容，轉譯為混合實境策展的技術工具，以降低混合實境的開發門檻與成本。 為了驗證經由轉譯之混合實境策展在促進觀展學習體驗上的效益，本研究採用真實驗設計研究法，招募大專院校學生進行觀展體驗，總共徵集了62名學生參與實驗。其中32名被隨機分派為採用「混合實境策展系統」輔以觀展學習的實驗組，另外30名學生則為採用「電腦版3D策展系統」輔以觀展學習的控制組，以探討兩組觀展學習者，以及高低不同互動經驗與場地獨立/場地相依不同認知風格的兩組觀展學習者，在沉浸感、臨場感，以及學習成效感受上是否具有顯著的差異。此外，本研究亦探討採用「混合實境策展系統」輔以觀展之觀展學習者的眼動行為歷程，並探討其與學習成效感受、沉浸感，以及臨場感是否具有顯著的相關性。此外，本研究亦進行半結構式訪談，深入了解採用兩種不同觀展學習模式之觀展學習者，在觀展歷程中的感受與建議，以補量化資料分析之不足。 研究結果顯示，使用「混合實境策展系統」的觀展學習者在沉浸感與臨場感表現上普遍優於使用「電腦版3D策展系統」的觀展學習者，尤以「控制感」與「聽覺」面向上具顯著差異，並且混合實境策展系統」顯著優於「電腦版3D策展系統」。此外，兩種策展學習模式在學習成效感受上無顯著的差異，顯示這兩種策展學習模式的學習成效感受相當。此外，具高互動經驗的觀展學習者在各項學習指標上表現較佳，並展現更高的視覺探索與投入程度；低互動經驗者則雖具學習動機，但操作與理解上仍需支援。場地獨立型觀展學習者在沉浸感相關面向表現優異，場地相依型則受操作與環境影響較大。實驗組觀展學習者的眼動觀展行為分析顯示，視覺行為投入與沉浸感、學習成效感受具有顯著的正相關，特別在「技能增進」與「行動改變」方面尤具顯著高度相關；但若視覺負荷過高，抑或操作回饋不足，則可能降低挑戰性感受。訪談分析結果顯示，多數實驗組觀展學習者肯定「混合實境策展系統」的新穎性與互動性，但亦反映操作複雜與技術侷限可能干擾體驗。 整體而言，「混合實境策展系統」具提升沉浸體驗與學習成效之潛力，本研究建議未來應依觀展學習者的個人特質，提供差異化的學習支援與適性導引。而本研究以「電腦版3D策展系統」所建置之展覽內容為基礎，發展將其轉譯為混合實境策展之技術，對於促進混合實境於數位策展學習應用的普及與推廣具有貢獻。
With the rapid advancement of digital technology and the growing demand for cultural experiences, Virtual Reality (VR) and Mixed Reality (MR) technologies have been increasingly applied in the field of digital curation. These technologies aim to overcome spatial limitations and enhance immersion and interactivity during exhibitions. In particular, MR offers unique advantages such as integration of physical and digital elements and natural interaction, enabling higher-level exhibition experiences in cultural spaces. However, the construction of MR-based curation systems often relies on professional 3D modeling and programming, making it difficult for curators without technical backgrounds to participate—thus hindering its broader application and innovative potential. This study aims to develop a Curation Translation Technology that converts exhibition content created on a computer-based 3D curation system into a Mixed Reality (MR) environment, thereby lowering the development barrier and cost of MR exhibition applications. To evaluate the effectiveness of MR exhibitions—translated from the computer-based platform—in enhancing learning experiences, this research adopted a true experimental design. A total of 62 university students were recruited, with 32 randomly assigned to the experimental group using the "Mixed Reality Curation System," and 30 assigned to the control group using the "PC-based 3D Curation System." The study compared differences in Immersion, Presence, and Learning Performance between the two groups, while also examining the effects of participants’ prior interaction experience and Cognitive Style (field-independent vs. field-dependent). In addition, the study analyzed eye-tracking data from the MR exhibition participants, exploring correlations between visual attention patterns and their Immersion, Presence, and Learning Performance. Semi-structured interviews were also conducted to gain qualitative insights into participants' experiences and suggestions under the two different viewing conditions, supplementing the quantitative analysis. The results indicated that participants in the experimental group generally exhibited higher levels of Immersion and Presence compared to those in the control group, with statistically significant differences especially in the dimensions of sense of control and auditory immersion. However, no significant difference was found between the two groups in terms of Learning Performance, suggesting that both curation modes were similarly effective in supporting learning outcomes. Participants with high prior interaction experience demonstrated better performance across learning indicators and showed greater visual exploration and engagement, whereas those with lower interaction experience required more support in navigation and comprehension. Participants with a field-independent Cognitive Style reported stronger Immersion, while field-dependent learners were more affected by operational and environmental challenges. Eye-tracking analysis of the experimental group showed a significant positive correlation between visual engagement and both Immersion and Learning Performance, especially in the aspects of skill development and behavioral change. However, excessive visual load or lack of feedback could diminish the sense of challenge. Interview findings revealed that most MR participants appreciated the novelty and interactivity of the system, but also noted that technical constraints and complex operations could hinder the experience. In conclusion, the "Mixed Reality Curation System" demonstrates promising potential to enhance immersive learning experiences. The study recommends providing adaptive guidance and personalized support based on individual learner characteristics. By developing a Curation Translation Technology that converts exhibitions created on a "PC-based 3D Curation System" into a Mixed Reality format, this research contributes to making MR-based digital curation more accessible and scalable for educational and cultural applications.
參考文獻 一、 中文文獻 O’Bon Paris. (2018). 光之博物館：沉浸式藝術體驗. Retrieved July 6, 2025, from https://www.obonparis.com/zh-TW/magazine/atelier-des-lumires 吳紹群. (2018). 檔案數位互動展之觀眾滿意度與教育效果研究：以「同安潮新媒體藝術展」為例. 圖資與檔案學刊, 93. https://doi.org/10.6575/JILA.201812_(93).0003 吳裕益. (1987). 認知能力與認知型態個別差異現象之探討. 教育學刊, 7卷卷, 頁300-253. 陳麗淑(Li-Shu Chen), 宋祚忠(Tso-Chung Sung), & 陳思妤(Shih-Yu Chen). (2020). 博物館之通用學習成效研究：以國立海洋科技博物館金魚特展為例. 博物館與文化, 19, 3–33. 二、 英文文獻 Abumalloh, R. A., Nilashi, M., Ooi, K. B., Wei-Han, G., Cham, T.-H., Dwivedi, Y. K., & Hughes, L. (2024). The adoption of metaverse in the retail industry and its impact on sustainable competitive advantage: Moderating impact of sustainability commitment. Annals of Operations Research, 342(1), 5–46. https://doi.org/10.1007/s10479-023-05608-8 Albrezzi, F. (2024). Expanding Understandings of Curatorial Practice Through Virtual Exhibition Building. Arts, 13(5), 162. https://doi.org/10.3390/arts13050162 Anwar, M. S., Yang, J., Frnda, J., Choi, A., Baghaei, N., & Ali, M. (2025). Metaverse and XR for cultural heritage education: Applications, standards, architecture, and technological insights for enhanced immersive experience. Virtual Reality, 29(2), 51. https://doi.org/10.1007/s10055-025-01126-z Atelier des Lumières. (2025). Digital & immersive art center in Paris. Retrieved July 6, 2025, from https://www.atelier-lumieres.com/en Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355 Banchi, Y., Ohira, Y., Ito, M., & Kawai, T. (2024). Comparative Analysis of User Experience in Virtual Reality (VR) and Mixed Reality (MR) Systems Using Eye-Tracking Measurements. Electronic Imaging, 36(2), 353-1-353–354. https://doi.org/10.2352/ei.2024.36.2.sda-353 Barrile, V., Bernardo, E., Fotia, A., & Bilotta, G. (2022). A Combined Study of Cultural Heritage in Archaeological Museums: 3D Survey and Mixed Reality. Heritage, 5(3), 1330–1349. https://doi.org/10.3390/heritage5030069 Bekele, M. K. (2021). Clouds-Based Collaborative and Multi-Modal Mixed Reality for Virtual Heritage. Heritage, 4(3), 1447–1459. https://doi.org/10.3390/heritage4030080 Bekele, M. K., Champion, E., McMeekin, D. A., & Rahaman, H. (2021). The Influence of Collaborative and Multi-Modal Mixed Reality: Cultural Learning in Virtual Heritage. Multimodal Technologies and Interaction, 5(12), 79. https://doi.org/10.3390/mti5120079 Bekele, M. K., Pierdicca, R., Frontoni, E., Malinverni, E. S., & Gain, J. (2018). A Survey of Augmented, Virtual, and Mixed Reality for Cultural Heritage. Journal on Computing and Cultural Heritage, 11(2), 1–36. https://doi.org/10.1145/3145534 Bera, P., Soffer, P., & Parsons, J. (2019). Using Eye Tracking to Expose Cognitive Processes in Understanding Conceptual Models. MIS Quarterly, 43(4), 1105–1126. https://doi.org/10.25300/MISQ/2019/14163 Bowen, J., Bennett, J., & Johnson, J. (1998). Virtual Visits to Virtual Museums. Brondi, R., Carrozzino, M., Lorenzini, C., & Tecchia, F. (2016). Using Mixed Reality and Natural Interaction in Cultural Heritage Applications. Informatica, 40(3), 311–316. Brown, S. (2007). A critique of generic learning outcomes. Journal of Learning Design, 2(2), 22–30. https://doi.org/10.5204/jld.v2i2.37 Calleja, G. (2014). Immersion in Virtual Worlds. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199826162.013.012 Chang, S., & Suh, J. (2025). The Impact of VR Exhibition Experiences on Presence, Interaction, Immersion, and Satisfaction: Focusing on the Experience Economy Theory (4Es). Systems, 13(1), 55. https://doi.org/10.3390/systems13010055 Chen, C. M., Li, M. C., & Chen, T. C. (2018). A Collaborative Reading Annotation System with Gamification Mechanisms to Improve Reading Performance. 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI), 188–193. https://doi.org/10.1109/IIAI-AAI.2018.00044 Chen, C.-M., & Tsai, Y.-N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638–652. https://doi.org/10.1016/j.compedu.2012.03.001 Cheng, A., Zhang, W., Feng, A., Wu, Y., & Li, W. (2025). Exploring psychological dimensions of augmented reality in education: A study on learning motivation and achievement in museums. Frontiers in Psychology, 16, 1514117. https://doi.org/10.3389/fpsyg.2025.1514117 Cheng, M., Lin, Y., She, H., & Kuo, P. (2017). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology, 48(2), 246–263. https://doi.org/10.1111/bjet.12386 Cheng, M.-T., She, H.-C., & Annetta, L. A. (2015). Game immersion experience: Its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232–253. https://doi.org/10.1111/jcal.12066 Come to Paris. (2025). Exhibition “Astérix, the Immersive Journey” Atelier des Lumières. Retrieved July 6, 2025, from https://www.cometoparis.com/atelier-des-lumieres-exhibition-asterix-the-immersive-journey-m9001502 Corcoran, K., Kedia, G., Illemann, R., & Innerhofer, H. (2020). Affective Consequences of Social Comparisons by Women With Breast Cancer: An Experiment. Frontiers in Psychology, 11, 1234. https://doi.org/10.3389/fpsyg.2020.01234 Cruz-Neira, C., Sandin, D. J., & DeFanti, T. A. (2023). Surround-Screen Projection-Based Virtual Reality: The Design and Implementation of the CAVE. In M. C. Whitton (Ed.), Seminal Graphics Papers: Pushing the Boundaries, Volume 2 (1st ed., pp. 51–58). ACM. https://doi.org/10.1145/3596711.3596718 D’Mello, S., Olney, A., Williams, C., & Hays, P. (2012). Gaze tutor: A gaze-reactive intelligent tutoring system. International Journal of Human-Computer Studies, 70(5), 377–398. https://doi.org/10.1016/j.ijhcs.2012.01.004 Dallas, C. (2016). Digital curation beyond the “wild frontier”: A pragmatic approach. Archival Science, 16(4), 421–457. https://doi.org/10.1007/s10502-015-9252-6 Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008 Dean, D. (2002). Museum Exhibition: Theory and Practice. Routledge. Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311 Dermawan, K. F., & Yusuf, R. (2020). Moving Mixed Reality Game to the Cloud: A Survey on Feasibility. Int. Conf. Interact. Digit. Media, ICIDM. 6th International Conference on Interactive Digital Media, ICIDM 2020. Scopus. https://doi.org/10.1109/ICIDM51048.2020.9339635 Dionisio, J. D. N., Iii, W. G. B., & Gilbert, R. (2013). 3D Virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys, 45(3), 1–38. https://doi.org/10.1145/2480741.2480751 Egbengwu, V., Garn, W., & Turner, C. J. (2025). Metaverse for Manufacturing: Leveraging Extended Reality Technology for Human-Centric Production Systems. Sustainability, 17(1), 280. https://doi.org/10.3390/su17010280 Hall, N. F., Hardesty, J., Lischer-Katz, Z., Johnson, J., Cook, M., Griffin, J., Ogier, A., Carlisle, T., Xie, Z., McDonald, R., & Wittenberg, J. (1970). Challenges and Directions in 3D and VR Data Curation. International Journal of Digital Curation, 14(1), 150–167. https://doi.org/10.2218/ijdc.v14i1.588 Hall, T., Ciolfi, L., Bannon, L., Fraser, M., Benford, S., Bowers, J., Greenhalgh, C., Hellström, S.-O., Izadi, S., Schnädelbach, H., & Flintham, M. (2001). The visitor as virtual archaeologist: Explorations in mixed reality technology to enhance educational and social interaction in the museum. Proceedings of the 2001 Conference on Virtual Reality, Archeology, and Cultural Heritage, 91–96. https://doi.org/10.1145/584993.585008 Hammady, R., Ma, M., & Strathearn, C. (2020). Ambient Information Visualisation and Visitors’ Technology Acceptance of Mixed Reality in Museums. Journal on Computing and Cultural Heritage, 13(2), 1–22. https://doi.org/10.1145/3359590 Hammady, R., Ma, M., Strathern, C., & Mohamad, M. (2020). Design and development of a spatial mixed reality touring guide to the Egyptian museum. Multimedia Tools and Applications, 79(5–6), 3465–3494. https://doi.org/10.1007/s11042-019-08026-w Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge. Jeong, W.-J., Oh, G.-S., Oh, S.-H., & Whangbo, T.-K. (2023). Establishment of Production Standards for Web-based Metaverse Content: Focusing on Accessibility and HCI. Journal of Web Engineering. https://doi.org/10.13052/jwe1540-9589.2181 Kishino, F. (1994). A taxonomy of mixed reality visual displays. Krzywinska, T., Phillips, T., Parker, A., & Scott, M. J. (2020). From Immersion’s Bleeding Edge to the Augmented Telegrapher: A Method for Creating Mixed Reality Games for Museum and Heritage Contexts. Journal on Computing and Cultural Heritage, 13(4), 1–20. https://doi.org/10.1145/3414832 Kusiak, A. (2023). Manufacturing metaverse. Journal of Intelligent Manufacturing, 34(6), 2511–2512. https://doi.org/10.1007/s10845-023-02145-w Kyriakou, P., & Hermon, S. (2019). Can I touch this? Using Natural Interaction in a Museum Augmented Reality System. Digital Applications in Archaeology and Cultural Heritage, 12, e00088. https://doi.org/10.1016/j.daach.2018.e00088 Li, J., & Lv, C. (2024). Exploring user acceptance of online virtual reality exhibition technologies: A case study of Liangzhu Museum. PLOS ONE, 19(8), e0308267. https://doi.org/10.1371/journal.pone.0308267 Liberatore, M. J., & Wagner, W. P. (2021). Virtual, mixed, and augmented reality: A systematic review for immersive systems research. Virtual Reality, 25(3), 773–799. https://doi.org/10.1007/s10055-020-00492-0 Lowe, R., & Ploetzner, R. (Eds.). (2017). Learning from Dynamic Visualization. Springer International Publishing. https://doi.org/10.1007/978-3-319-56204-9 Makori, E. O., & Mauti, N. O. (n.d.). DIGITAL TECHNOLOGY ACCEPTANCE IN TRANSFORMATION OF UNIVERSITY LIBRARIES AND HIGHER EDUCATION INSTITUTIONS IN KENYA. https://digitalcommons.unl.edu/libphilprac/1379/ Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164. https://doi.org/10.1007/s11423-018-9581-2 Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2 Museums, Libraries and Archives Council (MLA). (2004). Generic Learning Outcomes. Navarrete, T. (2019). Digital heritage tourism: Innovations in museums. World Leisure Journal, 61(3), 200–214. https://doi.org/10.1080/16078055.2019.1639920 Navas-Medrano, S., Soler-Dominguez, J. L., & Pons, P. (2024). Mixed Reality for a collective and adaptive mental health metaverse. Frontiers in Psychiatry, 14, 1272783. https://doi.org/10.3389/fpsyt.2023.1272783 Pan, C.-T., Sun, P.-Y., Li, H.-J., Hsieh, C.-H., Hoe, Z.-Y., & Shiue, Y.-L. (2021). Development of Multi-Axis Crank Linkage Motion System for Synchronized Flight Simulation with VR Immersion. Applied Sciences, 11(8), 3596. https://doi.org/10.3390/app11083596 Papagiannakis, G., Schertenleib, S., O’Kennedy, B., Arevalo-Poizat, M., Magnenat-Thalmann, N., Stoddart, A., & Thalmann, D. (2005). Mixing virtual and real scenes in the site of ancient Pompeii. Computer Animation and Virtual Worlds, 16(1), 11–24. https://doi.org/10.1002/cav.53 Pujol, L., & Champion, E. (2012). Evaluating presence in cultural heritage projects. International Journal of Heritage Studies, 18(1), 83–102. https://doi.org/10.1080/13527258.2011.577796 Ravichandran, G., & Nam, S. (2024). Immersive Cross-Cultural Journeys: Enhancing Museum Experiences Through Mixed Reality. TEM Journal, 1242–1247. https://doi.org/10.18421/TEM132-37 Rebol, M., Pietroszek, K., Ranniger, C., Hood, C., Rutenberg, A., Sikka, N., & Gütl, C. (2023). Collaborative System Design of Mixed Reality Communication for Medical Training. In Bui T.X. (Ed.), Proc. Annu. Hawaii Int. Conf. Syst. Sci. (Vols. 2023-January, pp. 418–427). IEEE Computer Society; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152140747&partnerID=40&md5=a45978dfee1170c7e5cef61494b4fe44 Reitstätter, L., Brinkmann, H., Santini, T., Specker, E., Dare, Z., Bakondi, F., Miscená, A., Kasneci, E., Leder, H., & Rosenberg, R. (2020). The display makes a difference: A mobile eye tracking study on the perception of art before and after a museum’s rearrangement. Journal of Eye Movement Research, 13(2). https://doi.org/10.16910/jemr.13.2.6 Rikhtehgar, D. J., Usta, B., & Wang, S. (n.d.). Ontology-Based Modeling for Object Segmentation and Eye Gaze Data in VR Art Exhibitions. Roussou, M. (2004). Learning by doing and learning through play: An exploration of interactivity in virtual environments for children. Computers in Entertainment, 2(1), 10–10. https://doi.org/10.1145/973801.973818 Selden, R. Z., Perttula, T. K., & O’Brien, M. J. (2017). Advances in Documentation, Digital Curation, Virtual Exhibition, and a Test of 3D Geometric Morphometrics: A Case Study of the Vanderpool Vessels from the Ancestral Caddo Territory. Advances in Archaeological Practice, 2(2), 64–79. https://doi.org/10.7183/2326-3768.2.2.64 Slater, M., & Wilbur, S. (1997). A Framework for Immersive Virtual Environments (FIVE): Speculations on the Role of Presence in Virtual Environments. Presence: Teleoperators and Virtual Environments, 6(6), 603–616. https://doi.org/10.1162/pres.1997.6.6.603 Slater, M., Banakou, D., Beacco, A., Gallego, J., Macia-Varela, F., & Oliva, R. (2022). A Separate Reality: An Update on Place Illusion and Plausibility in Virtual Reality. Frontiers in Virtual Reality, 3, 914392. https://doi.org/10.3389/frvir.2022.914392 Speicher, M., Hall, B. D., & Nebeling, M. (2019). What is Mixed Reality? Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–15. https://doi.org/10.1145/3290605.3300767 Stuhlmacher, D., Kockord, R., & Bodensiek, O. (2025). Relationship Between Eye-Tracking Metrics and Cognitive Load in Mixed Reality. Proceedings of the 17th International Conference on Computer Supported Education, 899–906. https://doi.org/10.5220/0013501400003932 Sundar, S. S., Bellur, S., Oh, J., Jia, H., & Kim, H.-S. (2016). Theoretical Importance of Contingency in Human-Computer Interaction: Effects of Message Interactivity on User Engagement. Communication Research, 43(5), 595–625. https://doi.org/10.1177/0093650214534962 Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 Tam, C.-O., & Hui, C. K.-Y. (2024). Teaching Visual Arts Using Virtual Exhibitions: An Investigation of Student Usage and Impact on Learning. Studies in Art Education, 65(3), 371–387. https://doi.org/10.1080/00393541.2024.2355728 Theodoropoulos, A., & Antoniou, A. (2022). VR Games in Cultural Heritage: A Systematic Review of the Emerging Fields of Virtual Reality and Culture Games. Applied Sciences (Switzerland), 12(17). Scopus. https://doi.org/10.3390/app12178476 Tóthová, M., & Rusek, M. (2025). Eye Tracking in Science Education Research: Comprehensive Literature Review. Science & Education. https://doi.org/10.1007/s11191-025-00644-1 Trunfio, M., & Rossi, S. (2022). Advances in Metaverse Investigation: Streams of Research and Future Agenda. Virtual Worlds, 1(2), 103–129. https://doi.org/10.3390/virtualworlds1020007 Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2566 Venkatesh, Morris, Davis, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425. https://doi.org/10.2307/30036540 Vlahakis, V., Karigiannis, J., Tsotros, M., Gounaris, M., Almeida, L., Stricker, D., Gleue, T., Christou, I. T., Carlucci, R., & Ioannidis, N. (n.d.). ARCHEOGUIDE: First results of an Augmented Reality, Mobile Computing System in Cultural Heritage Sites. Vorraber, W., Gasser, J., Webb, H., Neubacher, D., & Url, P. (2020). Assessing augmented reality in production: Remote-assisted maintenance with HoloLens. In Teti R. & D’Addona D.M. (Eds.), Procedia CIRP (Vol. 88, pp. 139–144). Elsevier B.V.; Scopus. https://doi.org/10.1016/j.procir.2020.05.025 Wang, M., Liu, S., Hu, L., & Lee, J.-Y. (2023). A Study of Metaverse Exhibition Sustainability on the Perspective of the Experience Economy. Sustainability, 15(12), 9153. https://doi.org/10.3390/su15129153 Witkin, H. A. (1971). A Manual for the Embedded Figures Tests. Consulting Psychologists Press. https://books.google.com.tw/books?id=FYx9AAAAMAAJ Witkin, H. A., & Moore, C. A. (2025). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. REVIEW OF EDUCATIONAL RESEARCH, 47(1). Witmer, B. G., & Singer, M. J. (1998). Measuring Presence in Virtual Environments: A Presence Questionnaire. Presence: Teleoperators and Virtual Environments, 7(3), 225–240. https://doi.org/10.1162/105474698565686 Yeom, I., & Woo, W. (2021). Digital Twin as A Mixed Reality Platform for Art Exhibition Curation. 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), 424–425. https://doi.org/10.1109/VRW52623.2021.00094 Yu, T.-C., Huang, M.-X., Liu, Y.-H., Wu, H.-Y., Wang, B.-S., Tsai, H.-C., & Chien, S.-Y. (2025). A Systematic Review of Integrating Mixed Reality and Artificial Intelligence in Museums: Enhancing Visitor Experiences and Innovating Exhibit Design. Hawaii International Conference on System Sciences. https://doi.org/10.24251/HICSS.2025.185 Zhang, T., Zilinski, L., Brandt, D. S., & Carlson, J. (2015). Assessing Perceived Usability of the Data Curation Profile Toolkit Using the Technology Acceptance Model. International Journal of Digital Curation, 10(1), 48–67. https://doi.org/10.2218/ijdc.v10i1.344 Zhao, S., Pan, Q., Gao, D., & Cheng, J. (2022). Integrating internet of things and mixed reality to teach performance-based architectural design: A case study of shading devices. Education and Information Technologies, 27(7), 9125–9143. https://doi.org/10.1007/s10639-022-10998-6
描述 碩士
國立政治大學
圖書資訊與檔案學研究所
112155019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112155019
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (Authors) 簡翎恩zh_TW
dc.contributor.author (Authors) Chien, Ling-Enen_US
dc.creator (作者) 簡翎恩zh_TW
dc.creator (作者) Chien, Ling-Enen_US
dc.date (日期) 2025en_US
dc.date.accessioned 4-Aug-2025 14:03:46 (UTC+8)-
dc.date.available 4-Aug-2025 14:03:46 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2025 14:03:46 (UTC+8)-
dc.identifier (Other Identifiers) G0112155019en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158490-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊與檔案學研究所zh_TW
dc.description (描述) 112155019zh_TW
dc.description.abstract (摘要) 隨著數位科技快速演進與文化體驗需求的提升，虛擬實境（VR）與混合實境（MR）技術逐漸被應用於數位策展領域，以突破空間限制，並強化觀展的沉浸感與互動性。特別是混合實境具備虛實整合與自然交互等特性，可為文化場域帶來更高層次的展覽體驗。然而，由於MR策展之建置普遍需要仰賴專業的3D建模與程式開發，使得非技術背景的策展者難以參與，阻礙了其應用的普及與創新潛力。因此，本研究旨在發展一套可將電腦3D策展系統上所建置之策展內容，轉譯為混合實境策展的技術工具，以降低混合實境的開發門檻與成本。 為了驗證經由轉譯之混合實境策展在促進觀展學習體驗上的效益，本研究採用真實驗設計研究法，招募大專院校學生進行觀展體驗，總共徵集了62名學生參與實驗。其中32名被隨機分派為採用「混合實境策展系統」輔以觀展學習的實驗組，另外30名學生則為採用「電腦版3D策展系統」輔以觀展學習的控制組，以探討兩組觀展學習者，以及高低不同互動經驗與場地獨立/場地相依不同認知風格的兩組觀展學習者，在沉浸感、臨場感，以及學習成效感受上是否具有顯著的差異。此外，本研究亦探討採用「混合實境策展系統」輔以觀展之觀展學習者的眼動行為歷程，並探討其與學習成效感受、沉浸感，以及臨場感是否具有顯著的相關性。此外，本研究亦進行半結構式訪談，深入了解採用兩種不同觀展學習模式之觀展學習者，在觀展歷程中的感受與建議，以補量化資料分析之不足。 研究結果顯示，使用「混合實境策展系統」的觀展學習者在沉浸感與臨場感表現上普遍優於使用「電腦版3D策展系統」的觀展學習者，尤以「控制感」與「聽覺」面向上具顯著差異，並且混合實境策展系統」顯著優於「電腦版3D策展系統」。此外，兩種策展學習模式在學習成效感受上無顯著的差異，顯示這兩種策展學習模式的學習成效感受相當。此外，具高互動經驗的觀展學習者在各項學習指標上表現較佳，並展現更高的視覺探索與投入程度；低互動經驗者則雖具學習動機，但操作與理解上仍需支援。場地獨立型觀展學習者在沉浸感相關面向表現優異，場地相依型則受操作與環境影響較大。實驗組觀展學習者的眼動觀展行為分析顯示，視覺行為投入與沉浸感、學習成效感受具有顯著的正相關，特別在「技能增進」與「行動改變」方面尤具顯著高度相關；但若視覺負荷過高，抑或操作回饋不足，則可能降低挑戰性感受。訪談分析結果顯示，多數實驗組觀展學習者肯定「混合實境策展系統」的新穎性與互動性，但亦反映操作複雜與技術侷限可能干擾體驗。 整體而言，「混合實境策展系統」具提升沉浸體驗與學習成效之潛力，本研究建議未來應依觀展學習者的個人特質，提供差異化的學習支援與適性導引。而本研究以「電腦版3D策展系統」所建置之展覽內容為基礎，發展將其轉譯為混合實境策展之技術，對於促進混合實境於數位策展學習應用的普及與推廣具有貢獻。zh_TW
dc.description.abstract (摘要) With the rapid advancement of digital technology and the growing demand for cultural experiences, Virtual Reality (VR) and Mixed Reality (MR) technologies have been increasingly applied in the field of digital curation. These technologies aim to overcome spatial limitations and enhance immersion and interactivity during exhibitions. In particular, MR offers unique advantages such as integration of physical and digital elements and natural interaction, enabling higher-level exhibition experiences in cultural spaces. However, the construction of MR-based curation systems often relies on professional 3D modeling and programming, making it difficult for curators without technical backgrounds to participate—thus hindering its broader application and innovative potential. This study aims to develop a Curation Translation Technology that converts exhibition content created on a computer-based 3D curation system into a Mixed Reality (MR) environment, thereby lowering the development barrier and cost of MR exhibition applications. To evaluate the effectiveness of MR exhibitions—translated from the computer-based platform—in enhancing learning experiences, this research adopted a true experimental design. A total of 62 university students were recruited, with 32 randomly assigned to the experimental group using the "Mixed Reality Curation System," and 30 assigned to the control group using the "PC-based 3D Curation System." The study compared differences in Immersion, Presence, and Learning Performance between the two groups, while also examining the effects of participants’ prior interaction experience and Cognitive Style (field-independent vs. field-dependent). In addition, the study analyzed eye-tracking data from the MR exhibition participants, exploring correlations between visual attention patterns and their Immersion, Presence, and Learning Performance. Semi-structured interviews were also conducted to gain qualitative insights into participants' experiences and suggestions under the two different viewing conditions, supplementing the quantitative analysis. The results indicated that participants in the experimental group generally exhibited higher levels of Immersion and Presence compared to those in the control group, with statistically significant differences especially in the dimensions of sense of control and auditory immersion. However, no significant difference was found between the two groups in terms of Learning Performance, suggesting that both curation modes were similarly effective in supporting learning outcomes. Participants with high prior interaction experience demonstrated better performance across learning indicators and showed greater visual exploration and engagement, whereas those with lower interaction experience required more support in navigation and comprehension. Participants with a field-independent Cognitive Style reported stronger Immersion, while field-dependent learners were more affected by operational and environmental challenges. Eye-tracking analysis of the experimental group showed a significant positive correlation between visual engagement and both Immersion and Learning Performance, especially in the aspects of skill development and behavioral change. However, excessive visual load or lack of feedback could diminish the sense of challenge. Interview findings revealed that most MR participants appreciated the novelty and interactivity of the system, but also noted that technical constraints and complex operations could hinder the experience. In conclusion, the "Mixed Reality Curation System" demonstrates promising potential to enhance immersive learning experiences. The study recommends providing adaptive guidance and personalized support based on individual learner characteristics. By developing a Curation Translation Technology that converts exhibitions created on a "PC-based 3D Curation System" into a Mixed Reality format, this research contributes to making MR-based digital curation more accessible and scalable for educational and cultural applications.en_US
dc.description.tableofcontents 謝辭 i 摘要 iii Abstract v 目次 vii 圖次 ix 表次 x 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 3 第三節 研究問題 3 第四節 研究範圍與限制 4 第五節 重要名詞解釋 4 第二章 文獻探討 8 第一節 元宇宙策展的發展與影響 8 第二節 混合實境於數位策展的應用與發展 10 第三節 沉浸感、臨場感以及學習成效感受對於觀展體驗的影響 12 第三章 系統設計 16 第一節 系統設計理念 16 第二節 系統架構 17 第三節 系統介面與功能 19 第四節 系統開發環境 27 第四章 研究設計與實施 30 第一節 研究架構 30 第二節 研究方法 34 第三節 研究對象 35 第四節 研究工具 35 第五節 實驗設計與流程 39 第六節 資料處理與分析 43 第七節 研究實施步驟 45 第五章 實驗結果分析 47 第一節 兩組觀展學習者在沉浸感、臨場感，以及學習成效感受上的差異分析 47 第二節 採用不同觀展模式之高低數位互動經驗觀展學習者，在沉浸感、臨場感，以及學習成效感受之差異分析 50 第三節 採用不同觀展模式之不同認知風格觀展學習者，在沉浸感、臨場感，以及學習成效感受之差異分析 68 第四節 採用「混合實境策展系統」之觀展學習者的觀展行為分析 84 第五節 質性資料分析 97 第六節 綜合討論 110 第一節 結論 126 第二節 「混合實境策展系統」改善建議 132 第三節 未來研究方向 133 參考文獻 135 附錄一 參與研究同意書 142 附錄二 基本資料與數位互動經驗問卷 143 附錄三 團體藏圖測驗 144 附錄四 學習成效感受問卷 151 附錄五 沉浸感問卷 153 附錄六 臨場感問卷 156 附錄七 半結構式訪談大綱 158zh_TW
dc.format.extent 6492124 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112155019en_US
dc.subject (關鍵詞) 混合實境zh_TW
dc.subject (關鍵詞) 數位策展zh_TW
dc.subject (關鍵詞) 學習成效感受zh_TW
dc.subject (關鍵詞) 沉浸感zh_TW
dc.subject (關鍵詞) 臨場感zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) 眼動追蹤分析zh_TW
dc.subject (關鍵詞) 策展轉譯技術zh_TW
dc.subject (關鍵詞) Mixed Reality (MR)en_US
dc.subject (關鍵詞) Digital curationen_US
dc.subject (關鍵詞) Learning performanceen_US
dc.subject (關鍵詞) Immersionen_US
dc.subject (關鍵詞) Presenceen_US
dc.subject (關鍵詞) Cognitive styleen_US
dc.subject (關鍵詞) Eye-tracking analysisen_US
dc.subject (關鍵詞) Curation translation technologyen_US
dc.title (題名) 個人電腦創建之3D虛擬策展轉譯為混合實境策展之技術發展促進元宇宙策展體驗zh_TW
dc.title (題名) Technical development of transforming PC-created 3D virtual exhibitions into Mixed Reality-based exhibitions for an immersive Metaverse exhibition experienceen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 一、 中文文獻 O’Bon Paris. (2018). 光之博物館：沉浸式藝術體驗. Retrieved July 6, 2025, from https://www.obonparis.com/zh-TW/magazine/atelier-des-lumires 吳紹群. (2018). 檔案數位互動展之觀眾滿意度與教育效果研究：以「同安潮新媒體藝術展」為例. 圖資與檔案學刊, 93. https://doi.org/10.6575/JILA.201812_(93).0003 吳裕益. (1987). 認知能力與認知型態個別差異現象之探討. 教育學刊, 7卷卷, 頁300-253. 陳麗淑(Li-Shu Chen), 宋祚忠(Tso-Chung Sung), & 陳思妤(Shih-Yu Chen). (2020). 博物館之通用學習成效研究：以國立海洋科技博物館金魚特展為例. 博物館與文化, 19, 3–33. 二、 英文文獻 Abumalloh, R. A., Nilashi, M., Ooi, K. B., Wei-Han, G., Cham, T.-H., Dwivedi, Y. K., & Hughes, L. (2024). The adoption of metaverse in the retail industry and its impact on sustainable competitive advantage: Moderating impact of sustainability commitment. Annals of Operations Research, 342(1), 5–46. https://doi.org/10.1007/s10479-023-05608-8 Albrezzi, F. (2024). Expanding Understandings of Curatorial Practice Through Virtual Exhibition Building. Arts, 13(5), 162. https://doi.org/10.3390/arts13050162 Anwar, M. S., Yang, J., Frnda, J., Choi, A., Baghaei, N., & Ali, M. (2025). Metaverse and XR for cultural heritage education: Applications, standards, architecture, and technological insights for enhanced immersive experience. Virtual Reality, 29(2), 51. https://doi.org/10.1007/s10055-025-01126-z Atelier des Lumières. (2025). Digital & immersive art center in Paris. Retrieved July 6, 2025, from https://www.atelier-lumieres.com/en Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355 Banchi, Y., Ohira, Y., Ito, M., & Kawai, T. (2024). Comparative Analysis of User Experience in Virtual Reality (VR) and Mixed Reality (MR) Systems Using Eye-Tracking Measurements. Electronic Imaging, 36(2), 353-1-353–354. https://doi.org/10.2352/ei.2024.36.2.sda-353 Barrile, V., Bernardo, E., Fotia, A., & Bilotta, G. (2022). A Combined Study of Cultural Heritage in Archaeological Museums: 3D Survey and Mixed Reality. Heritage, 5(3), 1330–1349. https://doi.org/10.3390/heritage5030069 Bekele, M. K. (2021). Clouds-Based Collaborative and Multi-Modal Mixed Reality for Virtual Heritage. Heritage, 4(3), 1447–1459. https://doi.org/10.3390/heritage4030080 Bekele, M. K., Champion, E., McMeekin, D. A., & Rahaman, H. (2021). The Influence of Collaborative and Multi-Modal Mixed Reality: Cultural Learning in Virtual Heritage. Multimodal Technologies and Interaction, 5(12), 79. https://doi.org/10.3390/mti5120079 Bekele, M. K., Pierdicca, R., Frontoni, E., Malinverni, E. S., & Gain, J. (2018). A Survey of Augmented, Virtual, and Mixed Reality for Cultural Heritage. Journal on Computing and Cultural Heritage, 11(2), 1–36. https://doi.org/10.1145/3145534 Bera, P., Soffer, P., & Parsons, J. (2019). Using Eye Tracking to Expose Cognitive Processes in Understanding Conceptual Models. MIS Quarterly, 43(4), 1105–1126. https://doi.org/10.25300/MISQ/2019/14163 Bowen, J., Bennett, J., & Johnson, J. (1998). Virtual Visits to Virtual Museums. Brondi, R., Carrozzino, M., Lorenzini, C., & Tecchia, F. (2016). Using Mixed Reality and Natural Interaction in Cultural Heritage Applications. Informatica, 40(3), 311–316. Brown, S. (2007). A critique of generic learning outcomes. Journal of Learning Design, 2(2), 22–30. https://doi.org/10.5204/jld.v2i2.37 Calleja, G. (2014). Immersion in Virtual Worlds. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199826162.013.012 Chang, S., & Suh, J. (2025). The Impact of VR Exhibition Experiences on Presence, Interaction, Immersion, and Satisfaction: Focusing on the Experience Economy Theory (4Es). Systems, 13(1), 55. https://doi.org/10.3390/systems13010055 Chen, C. M., Li, M. C., & Chen, T. C. (2018). A Collaborative Reading Annotation System with Gamification Mechanisms to Improve Reading Performance. 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI), 188–193. https://doi.org/10.1109/IIAI-AAI.2018.00044 Chen, C.-M., & Tsai, Y.-N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638–652. https://doi.org/10.1016/j.compedu.2012.03.001 Cheng, A., Zhang, W., Feng, A., Wu, Y., & Li, W. (2025). Exploring psychological dimensions of augmented reality in education: A study on learning motivation and achievement in museums. Frontiers in Psychology, 16, 1514117. https://doi.org/10.3389/fpsyg.2025.1514117 Cheng, M., Lin, Y., She, H., & Kuo, P. (2017). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology, 48(2), 246–263. https://doi.org/10.1111/bjet.12386 Cheng, M.-T., She, H.-C., & Annetta, L. A. (2015). Game immersion experience: Its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232–253. https://doi.org/10.1111/jcal.12066 Come to Paris. (2025). Exhibition “Astérix, the Immersive Journey” Atelier des Lumières. Retrieved July 6, 2025, from https://www.cometoparis.com/atelier-des-lumieres-exhibition-asterix-the-immersive-journey-m9001502 Corcoran, K., Kedia, G., Illemann, R., & Innerhofer, H. (2020). Affective Consequences of Social Comparisons by Women With Breast Cancer: An Experiment. Frontiers in Psychology, 11, 1234. https://doi.org/10.3389/fpsyg.2020.01234 Cruz-Neira, C., Sandin, D. J., & DeFanti, T. A. (2023). Surround-Screen Projection-Based Virtual Reality: The Design and Implementation of the CAVE. In M. C. Whitton (Ed.), Seminal Graphics Papers: Pushing the Boundaries, Volume 2 (1st ed., pp. 51–58). ACM. https://doi.org/10.1145/3596711.3596718 D’Mello, S., Olney, A., Williams, C., & Hays, P. (2012). Gaze tutor: A gaze-reactive intelligent tutoring system. International Journal of Human-Computer Studies, 70(5), 377–398. https://doi.org/10.1016/j.ijhcs.2012.01.004 Dallas, C. (2016). Digital curation beyond the “wild frontier”: A pragmatic approach. Archival Science, 16(4), 421–457. https://doi.org/10.1007/s10502-015-9252-6 Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008 Dean, D. (2002). Museum Exhibition: Theory and Practice. Routledge. Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311 Dermawan, K. F., & Yusuf, R. (2020). Moving Mixed Reality Game to the Cloud: A Survey on Feasibility. Int. Conf. Interact. Digit. Media, ICIDM. 6th International Conference on Interactive Digital Media, ICIDM 2020. Scopus. https://doi.org/10.1109/ICIDM51048.2020.9339635 Dionisio, J. D. N., Iii, W. G. B., & Gilbert, R. (2013). 3D Virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys, 45(3), 1–38. https://doi.org/10.1145/2480741.2480751 Egbengwu, V., Garn, W., & Turner, C. J. (2025). Metaverse for Manufacturing: Leveraging Extended Reality Technology for Human-Centric Production Systems. Sustainability, 17(1), 280. https://doi.org/10.3390/su17010280 Hall, N. F., Hardesty, J., Lischer-Katz, Z., Johnson, J., Cook, M., Griffin, J., Ogier, A., Carlisle, T., Xie, Z., McDonald, R., & Wittenberg, J. (1970). Challenges and Directions in 3D and VR Data Curation. International Journal of Digital Curation, 14(1), 150–167. https://doi.org/10.2218/ijdc.v14i1.588 Hall, T., Ciolfi, L., Bannon, L., Fraser, M., Benford, S., Bowers, J., Greenhalgh, C., Hellström, S.-O., Izadi, S., Schnädelbach, H., & Flintham, M. (2001). The visitor as virtual archaeologist: Explorations in mixed reality technology to enhance educational and social interaction in the museum. Proceedings of the 2001 Conference on Virtual Reality, Archeology, and Cultural Heritage, 91–96. https://doi.org/10.1145/584993.585008 Hammady, R., Ma, M., & Strathearn, C. (2020). Ambient Information Visualisation and Visitors’ Technology Acceptance of Mixed Reality in Museums. Journal on Computing and Cultural Heritage, 13(2), 1–22. https://doi.org/10.1145/3359590 Hammady, R., Ma, M., Strathern, C., & Mohamad, M. (2020). Design and development of a spatial mixed reality touring guide to the Egyptian museum. Multimedia Tools and Applications, 79(5–6), 3465–3494. https://doi.org/10.1007/s11042-019-08026-w Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge. Jeong, W.-J., Oh, G.-S., Oh, S.-H., & Whangbo, T.-K. (2023). Establishment of Production Standards for Web-based Metaverse Content: Focusing on Accessibility and HCI. Journal of Web Engineering. https://doi.org/10.13052/jwe1540-9589.2181 Kishino, F. (1994). A taxonomy of mixed reality visual displays. Krzywinska, T., Phillips, T., Parker, A., & Scott, M. J. (2020). From Immersion’s Bleeding Edge to the Augmented Telegrapher: A Method for Creating Mixed Reality Games for Museum and Heritage Contexts. Journal on Computing and Cultural Heritage, 13(4), 1–20. https://doi.org/10.1145/3414832 Kusiak, A. (2023). Manufacturing metaverse. Journal of Intelligent Manufacturing, 34(6), 2511–2512. https://doi.org/10.1007/s10845-023-02145-w Kyriakou, P., & Hermon, S. (2019). Can I touch this? Using Natural Interaction in a Museum Augmented Reality System. Digital Applications in Archaeology and Cultural Heritage, 12, e00088. https://doi.org/10.1016/j.daach.2018.e00088 Li, J., & Lv, C. (2024). Exploring user acceptance of online virtual reality exhibition technologies: A case study of Liangzhu Museum. PLOS ONE, 19(8), e0308267. https://doi.org/10.1371/journal.pone.0308267 Liberatore, M. J., & Wagner, W. P. (2021). Virtual, mixed, and augmented reality: A systematic review for immersive systems research. Virtual Reality, 25(3), 773–799. https://doi.org/10.1007/s10055-020-00492-0 Lowe, R., & Ploetzner, R. (Eds.). (2017). Learning from Dynamic Visualization. Springer International Publishing. https://doi.org/10.1007/978-3-319-56204-9 Makori, E. O., & Mauti, N. O. (n.d.). DIGITAL TECHNOLOGY ACCEPTANCE IN TRANSFORMATION OF UNIVERSITY LIBRARIES AND HIGHER EDUCATION INSTITUTIONS IN KENYA. https://digitalcommons.unl.edu/libphilprac/1379/ Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164. https://doi.org/10.1007/s11423-018-9581-2 Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2 Museums, Libraries and Archives Council (MLA). (2004). Generic Learning Outcomes. Navarrete, T. (2019). Digital heritage tourism: Innovations in museums. World Leisure Journal, 61(3), 200–214. https://doi.org/10.1080/16078055.2019.1639920 Navas-Medrano, S., Soler-Dominguez, J. L., & Pons, P. (2024). Mixed Reality for a collective and adaptive mental health metaverse. Frontiers in Psychiatry, 14, 1272783. https://doi.org/10.3389/fpsyt.2023.1272783 Pan, C.-T., Sun, P.-Y., Li, H.-J., Hsieh, C.-H., Hoe, Z.-Y., & Shiue, Y.-L. (2021). Development of Multi-Axis Crank Linkage Motion System for Synchronized Flight Simulation with VR Immersion. Applied Sciences, 11(8), 3596. https://doi.org/10.3390/app11083596 Papagiannakis, G., Schertenleib, S., O’Kennedy, B., Arevalo-Poizat, M., Magnenat-Thalmann, N., Stoddart, A., & Thalmann, D. (2005). Mixing virtual and real scenes in the site of ancient Pompeii. Computer Animation and Virtual Worlds, 16(1), 11–24. https://doi.org/10.1002/cav.53 Pujol, L., & Champion, E. (2012). Evaluating presence in cultural heritage projects. International Journal of Heritage Studies, 18(1), 83–102. https://doi.org/10.1080/13527258.2011.577796 Ravichandran, G., & Nam, S. (2024). Immersive Cross-Cultural Journeys: Enhancing Museum Experiences Through Mixed Reality. TEM Journal, 1242–1247. https://doi.org/10.18421/TEM132-37 Rebol, M., Pietroszek, K., Ranniger, C., Hood, C., Rutenberg, A., Sikka, N., & Gütl, C. (2023). Collaborative System Design of Mixed Reality Communication for Medical Training. In Bui T.X. (Ed.), Proc. Annu. Hawaii Int. Conf. Syst. Sci. (Vols. 2023-January, pp. 418–427). IEEE Computer Society; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152140747&partnerID=40&md5=a45978dfee1170c7e5cef61494b4fe44 Reitstätter, L., Brinkmann, H., Santini, T., Specker, E., Dare, Z., Bakondi, F., Miscená, A., Kasneci, E., Leder, H., & Rosenberg, R. (2020). The display makes a difference: A mobile eye tracking study on the perception of art before and after a museum’s rearrangement. Journal of Eye Movement Research, 13(2). https://doi.org/10.16910/jemr.13.2.6 Rikhtehgar, D. J., Usta, B., & Wang, S. (n.d.). Ontology-Based Modeling for Object Segmentation and Eye Gaze Data in VR Art Exhibitions. Roussou, M. (2004). Learning by doing and learning through play: An exploration of interactivity in virtual environments for children. Computers in Entertainment, 2(1), 10–10. https://doi.org/10.1145/973801.973818 Selden, R. Z., Perttula, T. K., & O’Brien, M. J. (2017). Advances in Documentation, Digital Curation, Virtual Exhibition, and a Test of 3D Geometric Morphometrics: A Case Study of the Vanderpool Vessels from the Ancestral Caddo Territory. Advances in Archaeological Practice, 2(2), 64–79. https://doi.org/10.7183/2326-3768.2.2.64 Slater, M., & Wilbur, S. (1997). A Framework for Immersive Virtual Environments (FIVE): Speculations on the Role of Presence in Virtual Environments. Presence: Teleoperators and Virtual Environments, 6(6), 603–616. https://doi.org/10.1162/pres.1997.6.6.603 Slater, M., Banakou, D., Beacco, A., Gallego, J., Macia-Varela, F., & Oliva, R. (2022). A Separate Reality: An Update on Place Illusion and Plausibility in Virtual Reality. Frontiers in Virtual Reality, 3, 914392. https://doi.org/10.3389/frvir.2022.914392 Speicher, M., Hall, B. D., & Nebeling, M. (2019). What is Mixed Reality? Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–15. https://doi.org/10.1145/3290605.3300767 Stuhlmacher, D., Kockord, R., & Bodensiek, O. (2025). Relationship Between Eye-Tracking Metrics and Cognitive Load in Mixed Reality. Proceedings of the 17th International Conference on Computer Supported Education, 899–906. https://doi.org/10.5220/0013501400003932 Sundar, S. S., Bellur, S., Oh, J., Jia, H., & Kim, H.-S. (2016). Theoretical Importance of Contingency in Human-Computer Interaction: Effects of Message Interactivity on User Engagement. Communication Research, 43(5), 595–625. https://doi.org/10.1177/0093650214534962 Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 Tam, C.-O., & Hui, C. K.-Y. (2024). Teaching Visual Arts Using Virtual Exhibitions: An Investigation of Student Usage and Impact on Learning. Studies in Art Education, 65(3), 371–387. https://doi.org/10.1080/00393541.2024.2355728 Theodoropoulos, A., & Antoniou, A. (2022). VR Games in Cultural Heritage: A Systematic Review of the Emerging Fields of Virtual Reality and Culture Games. Applied Sciences (Switzerland), 12(17). Scopus. https://doi.org/10.3390/app12178476 Tóthová, M., & Rusek, M. (2025). Eye Tracking in Science Education Research: Comprehensive Literature Review. Science & Education. https://doi.org/10.1007/s11191-025-00644-1 Trunfio, M., & Rossi, S. (2022). Advances in Metaverse Investigation: Streams of Research and Future Agenda. Virtual Worlds, 1(2), 103–129. https://doi.org/10.3390/virtualworlds1020007 Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2566 Venkatesh, Morris, Davis, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425. https://doi.org/10.2307/30036540 Vlahakis, V., Karigiannis, J., Tsotros, M., Gounaris, M., Almeida, L., Stricker, D., Gleue, T., Christou, I. T., Carlucci, R., & Ioannidis, N. (n.d.). ARCHEOGUIDE: First results of an Augmented Reality, Mobile Computing System in Cultural Heritage Sites. Vorraber, W., Gasser, J., Webb, H., Neubacher, D., & Url, P. (2020). Assessing augmented reality in production: Remote-assisted maintenance with HoloLens. In Teti R. & D’Addona D.M. (Eds.), Procedia CIRP (Vol. 88, pp. 139–144). Elsevier B.V.; Scopus. https://doi.org/10.1016/j.procir.2020.05.025 Wang, M., Liu, S., Hu, L., & Lee, J.-Y. (2023). A Study of Metaverse Exhibition Sustainability on the Perspective of the Experience Economy. Sustainability, 15(12), 9153. https://doi.org/10.3390/su15129153 Witkin, H. A. (1971). A Manual for the Embedded Figures Tests. Consulting Psychologists Press. https://books.google.com.tw/books?id=FYx9AAAAMAAJ Witkin, H. A., & Moore, C. A. (2025). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. REVIEW OF EDUCATIONAL RESEARCH, 47(1). Witmer, B. G., & Singer, M. J. (1998). Measuring Presence in Virtual Environments: A Presence Questionnaire. Presence: Teleoperators and Virtual Environments, 7(3), 225–240. https://doi.org/10.1162/105474698565686 Yeom, I., & Woo, W. (2021). Digital Twin as A Mixed Reality Platform for Art Exhibition Curation. 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), 424–425. https://doi.org/10.1109/VRW52623.2021.00094 Yu, T.-C., Huang, M.-X., Liu, Y.-H., Wu, H.-Y., Wang, B.-S., Tsai, H.-C., & Chien, S.-Y. (2025). A Systematic Review of Integrating Mixed Reality and Artificial Intelligence in Museums: Enhancing Visitor Experiences and Innovating Exhibit Design. Hawaii International Conference on System Sciences. https://doi.org/10.24251/HICSS.2025.185 Zhang, T., Zilinski, L., Brandt, D. S., & Carlson, J. (2015). Assessing Perceived Usability of the Data Curation Profile Toolkit Using the Technology Acceptance Model. International Journal of Digital Curation, 10(1), 48–67. https://doi.org/10.2218/ijdc.v10i1.344 Zhao, S., Pan, Q., Gao, D., & Cheng, J. (2022). Integrating internet of things and mixed reality to teach performance-based architectural design: A case study of shading devices. Education and Information Technologies, 27(7), 9125–9143. https://doi.org/10.1007/s10639-022-10998-6zh_TW